SST-06.2
 Standard 2:
Important Historical Events
Students understand important historical events.
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Narrative for the Important Historical Events
In the future this will contain narratives and other information about the Standard.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
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SST-06.2.01
 6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.01 Investigate and explain scientific evidence and discoveries related to early hominid development.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.02
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.02 Identify the features and accomplishments (e.g., development of tools, use of fire, adaptation to the natural environment, location in continental regions) of hunter-gatherer communities.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.03
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.03 Trace the emergence of agriculture and its effect on early human communities.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.04
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.04 Identify the features of Mesopotamian civilization and its contributions to the modern world.
Student Learning Targets:
Knowledge Targets
- I can identify contributions of the Mesopotamian civilization to the modern world.
- I can identify Mesopotamia as the first civilization.
- I know that Mesopotamia is known as “land between the rivers."
- I can identify the 7 characteristics of a civilization. I can define Hammurabi’s Code of Laws.
Reasoning Targets
- I can describe the 7 characteristics of a civilization.
- I can explain the impact of Hammurabi’s Code of Laws on the modern world.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
2 Developing
- identify Mesopotamia as the first civilization. know that Mesopotamia is known as “land between the rivers”.
- identify the 7 characteristics of a civilization. define Hammurabi’s Code of Laws.
3 Proficient
- describe the 7 characteristics of a civilization.
- explain the impact of Hammurabi’s Code of Laws on the modern world.
4 Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Vocabulary
- Hammurabi's Code of Laws
- Mesopotamia
- Sumer
- Fertile Crescent
- city-state
Characteristics of a Civilization:
- Stable Food Supply
- Social Structure
- Systems of Government
- Religion
- Arts
- Written Language
- Technology
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SST-06.2.05
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.05 Identify the features of Egyptian civilization and its contributions to the modern world.
Student Learning Targets:
Knowledge Targets
- I can define vocabulary words associated with Egypt.
- I can identify the purpose of the pyramids.
- I can identify mummification process.
- I can understand the shape of the social structure.
- I can describe the levels of the Egyptian social structure.
Reasoning Targets
- I can explain one of the hypothesis of how the pyramids were built.
- I can explain the purpose of preserving the dead bodies.
- I can explain the mummification process.
- I can explain how Egyptian mummification compares to the current practices in the modern world.
- I can explain how the discovery of King Tut’s tomb has impacted history.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- define vocabulary words associated with Egypt.
- identify the purpose of the pyramids.
- identify mummification process.
- understand the shape of the social structure.
(3) Proficient
- explain one of the hypothesis of how the pyramids were built.
- explain the purpose of preserving the dead bodies.
- explain the mummification process.
- explain how Egyptian mummification compares to the current practices in the modern world.
- explain how the discovery of King Tut’s tomb has impacted history.
- describe the levels of the Egyptian social structure.
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Vocabulary
- pyramid
- dynasty
- mummification
- social class
- pharaoh
- King Tut
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SST-06.2.06
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.06 Identify the features (e.g., the caste system, the role of Buddhism, the Mauryan Empire) of Indian civilization and its contributions (e.g., literature, art, mathematics) to the modern world.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.07
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.07 Identify the features of classical Chinese civilization and its contributions to the modern world.
Student Learning Targets:
Knowledge Targets
- I can identify features of the Chinese civilization.
- I can list contributions made by the Chinese.
- I can define vocabulary words associated with China.
Reasoning Targets
- I can describe contributions made by the Chinese with details.
- I can explain the impact of ancient Chinese contributions on the world today.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- define vocabulary words associated with China. identify the features of the Chinese civilization. list contributions made by the Chinese.
(3) Proficient
- describe contributions made by the Chinese with details. explain the impact of ancient Chinese contributions on the world today.
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.08
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.08 Identify the features (e.g., class structures, religious customs and beliefs, government) of Central American (e.g., Aztec, Mayan, Incan) civilizations and their contributions (e.g., achievements in mathematics, astronomy, and architecture) to the modern world.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.09
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.09 Identify the features and accomplishments of classical Greek civilization.
Student Learning Targets:
Knowledge Targets
- I can define vocabulary words associated with Greece.
- I can identify the features of the Greek civilization.
Reasoning Targets
- I can explain the reason for the defeat of the Persians.
- I can compare and contrast the city-states of Athens and Sparta.
- I can describe contributions made by the Greeks with complex details.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- define vocabulary words associated with Greece.
- identify the features of the Greek civilization. describe 3 contributions made by the Greeks with simple details.
- determine the reason for defeating the Persians.
(3) Proficient
- describe five or more contributions made by the Greeks with complex details.
- compare and contrast the city-states of Athens and Sparta.
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.10
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.10 Compare the emergence, central leaders, beliefs, and traditions of major religions and philosophies.
Student Learning Targets:
Knowledge Targets
- I can identify the beliefs and traditions of major religions.
- I can the beliefs and traditions of major religions.
Reasoning Targets
- I ccan compare and contrast different religions beliefs and traditions.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- identify the origins and central leaders of major religions.
- identify the beliefs and traditions of major religions.
(3) Proficient
- compare and contrast different religions beliefs and traditions.
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.11
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.11 Identify the accomplishments of Roman civilization, and the factors that led to its decline.
Student Learning Targets:
Knowledge Targets
- I can define polytheism and monotheism.
- I can identify the significant contributions of Constantine, Julius Caesar, and Augustus Caesar.
- I can recognize accurate causes of the decline of Rome.
Reasoning Targets
- I can explain the change in religion, going from polytheism to monotheism.
- I can explain the significance of the contributions of Constantine, Julius Caesar, and Augustus Caesar.
- I can explain the causes of the decline of the Roman Empire
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- identify the significant contributions of Constantine, Julius Caesar, and Augustus Caesar.
- define polytheism and monotheism. recognize accurate causes of the decline of Rome.
(3) Proficient
- explain the change in religion, going from polytheism to monotheism.
- explain the significance of the contributions of Constantine, Julius Caesar, and Augustus Caesar.
- identify and explain the causes of the decline of the Roman Empire.
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.12
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.12 Describe the social, political, and economic characteristics of life in the Middle Ages.
Student Learning Targets:
Knowledge Targets
- I can list the correct sequence of the social structure of the Middle Ages.
- I can identify the necessity of the feudal system during the Middle Ages.
- I can define the feudal system during the Middle Ages.
- I can identify the causes and effects of the plagues.
- I can identify the role of the church and medicine during the Middle Ages.
Reasoning Targets
- I can describe the responsibilities of each social structure of the Middle Ages.
- I can explain the necessity of the feudal system during the Middle Ages.
- I can describe the causes and effects of the plagues.
- I can analyze the role of the church and medicine during the Middle Ages.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- list the correct sequence of the social structure of the Middle Ages.
- identify the necessity of the feudal system during the Middle Ages.
- define the feudal system during the Middle Ages.
- identify the causes and effects of the plagues.
- identify the role of the church and medicine during the Middle Ages.
(3) Proficient
- describe the responsibilities of each social structure of the Middle Ages.
- explain the necessity of the feudal system during the Middle Ages.
- describe the causes and effects of the plagues.
- analyze the role of the church and medicine during the Middle Ages.
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.13
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.13 Describe the influences of the Roman Catholic Church and its effect on the structure of society (e.g., role in spreading Christianity, how monasteries preserved ancient language and learning).
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.14
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.14 Describe the causes and effects (e.g., their role in spreading Christianity and introducing Muslim ideas and products to Europe) of the Crusades.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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BPS District Social Studies Standards Book